A multi-case study of CALL integration in a private university in China : the intersection of teacher beliefs and contextual factors

2012 ◽  
Author(s):  
Zhongyan Wan
Keyword(s):  
Teacher Beliefs ◽  
Contextual Factors ◽  
Private University

scholarly journals An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

2019 ◽  
Vol 12 (11) ◽  
pp. 47
Author(s):  
Xiaosu Chen ◽  
Jutarat Vibulphol
Keyword(s):  
Teacher Beliefs ◽  
Contextual Factors ◽  
Northwest China ◽  
Psychological Needs ◽  
Effective Teacher ◽  
Motivational Strategies ◽  
Coding Method ◽  
Language Classrooms ◽  
Teacher Professional

Based on Self-determination theory, learners’ motivation can be enhanced when the psychological needs—competence, autonomy, and relatedness—are satisfied (Ryan & Deci, 2017). In English as a second language classrooms, teachers can play an important role in this; however, their motivational strategies may be influenced by their beliefs and contextual factors (Hornstra, Mansfield, van der Veen, Peetsma, & Volman, 2015). In this case study, six EFL classrooms in a public school in Northwest China were observed over the period of five weeks. The teachers were interviewed after each observation and at the end of the observation period to explore the relationships among factors that may affect the teachers’ use of motivational strategies, namely teacher beliefs and pressure from “above” and from “below”. The data were analyzed qualitatively using the coding method. The findings revealed a discrepancy between teacher beliefs and motivational practices. All of the teachers regularly exercised controlling strategies regardless of their beliefs in the value of motivation. Nevertheless, relationships between motivational practices and contextual factors were found. These findings suggest the needs for effective teacher professional development on the use of motivational strategies to enhance intrinsic motivation.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Japanese English Majors’ Experiences and Attitudes to Study Abroad: A Case Study of Students at a Private University in Tokyo

2020 ◽  
Vol 13 (2) ◽  
pp. 38-52
Author(s):  
Anthony Tobin
Keyword(s):  
Study Abroad ◽  
English Language ◽  
Private University ◽  
Studying Abroad ◽  
Short Term Study ◽  
Overseas Travel ◽  
Recent Trends ◽  
English Speaking ◽  
Japanese English

This study investigates both the benefits of and recent trends in studying abroad for Japanese students and examines the results of a survey on study abroad taken by students majoring in English at a private university in Tokyo. Statistics from JASSO showed that the trend in study abroad before 2020 was for an increasing number of Japanese university students to spend a period of time studying abroad, though most of the increase was in short-term study. The English language questionnaire sought to discover what proportion of a group of seventy-two students had already studied abroad, or planned to do so, and to establish whether those who had gained experience had benefited from it, as well as detailing student anxieties which may have deterred students from studying abroad. The survey on study abroad, taken in January 2018, had a 100% response rate. Twenty-three (32%) of the students answered that they had already studied abroad, mostly for short durations in English-speaking countries. Most of the students who studied abroad had a positive experience, reputedly improved their English skills and recommended that other students study abroad. Twenty-six (53%) of the students without study abroad experience were planning to study abroad, even though they had some issues which concerned them, such as their ability to communicate in English, personal safety, and financial matters. The main reason for not electing to study abroad for this particular sample was found to be related to the overall costs of overseas travel, accommodation, and tuition. この研究では日本人学生に対する留学の利点および最近の留学の傾向を調べ、さら に東京の私立大学で英語を専攻している学生に対して実施した留学についての調査 の結果を検討している。JASSO の統計によると、２０２０年までは留学する日本人 大学生の数は増加傾向であったが、そのほとんどは短期留学であった。英語で行わ れたアンケート調査の目的は、著者の三つのクラスの７２名の学生のうちの何割が 留学経験がある、もしくは留学の予定があるか、またすでに留学した学生はその経 験から恩恵を受けたと感じているか、学生は留学をするにあたってどのような不安 を持つか、さらに留学しないと答えた学生の場合は留学しない理由を明らかにする ことである。２０１８年１月に行われた調査の回答率は１００パーセントであっ た。２３人（３２パーセント）の学生は留学経験があり、ほとんどの場合が英語圏 の国への短期留学である。留学経験のある学生の大半数が有益な経験ができ、英語 力が上達したと感じており、他の学生に留学を勧めると答えている。留学経験のな い学生の２６人（５３パーセント）が留学する予定だが、英語のコミュニケーショ ン、安全、金銭などについて不安を感じていた。留学しない理由については、旅 費、宿泊代、授業料など経済的な理由が大半であった。

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals Development and application of a hybrid implementation research framework to understand success in reducing under-5 mortality in Rwanda

2021 ◽  
Vol 5 ◽  
pp. 72
Author(s):  
Lisa R. Hirschhorn ◽  
Miriam Frisch ◽  
Jovial Thomas Ntawukuriryayo ◽  
Amelia VanderZanden ◽  
Kateri Donahoe ◽  
...  
Keyword(s):  
Health System ◽  
Implementation Research ◽  
Contextual Factors ◽  
Common Pathway ◽  
Middle Income ◽  
Middle Income Countries ◽  
Mixed Methods Case Study ◽  
Hybrid Framework ◽  
Successes And Challenges

Background: We describe the development and testing of a hybrid implementation research (IR) framework to understand the pathways, successes, and challenges in addressing amenable under-5 mortality (U5M) – deaths preventable through health system-delivered evidence-based interventions (EBIs) – in low- and middle-income countries (LMICs). Methods: We reviewed existing IR frameworks to develop a hybrid framework designed to better understand U5M reduction in LMICs from identification of leading causes of amenable U5M, to EBI choice, identification and testing of strategies, work to achieve sustainability at scale and key contextual factors. We then conducted a mixed-methods case study of Rwanda using the framework to explore its utility in understanding the steps the country took in EBI-related decision-making and implementation between 2000-2015, key contextual factors which hindered or facilitated success, and extract actionable knowledge for other countries working to reduce U5M. Results: While relevant frameworks were identified, none individually covered the scope needed to understand Rwanda’s actions and success. Building on these frameworks, we combined and adapted relevant frameworks to capture exploration, planning, implementation, contextual factors in LMICs such as Rwanda, and outcomes beyond effectiveness and coverage. Utilizing our hybrid framework in Rwanda, we studied multiple EBIs and identified a common pathway and cross-cutting strategies and contextual factors that supported the country’s success in reducing U5M through the health system EBIs. Using these findings, we identified transferable lessons for other countries working to accelerate reduction in U5M. Conclusions: We found that a hybrid framework building on and adapting existing frameworks was successful in guiding data collection and interpretation of results, emerging new insights into how and why Rwanda achieved equitable introduction and implementation of health system EBIs that contributed to the decline in U5M, and generated lessons for countries working to drop U5M.

scholarly journals CELTA Course from the Perspective of EFL Instructors: A Case Study

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Tolga Çay ◽  
◽  
Cenk AKAY ◽  
Keyword(s):  
Qualitative Data ◽  
Single Case ◽  
Descriptive Analysis ◽  
Private University ◽  
Course Evaluation ◽  
Single Case Study ◽  
Analysis Method ◽  
Content Analysis Method ◽  
Evaluation Survey

The aim of this study is to explore the CELTA course from the perspective of EFL instructors. A single case study of qualitative research methods is employed in the study. The sample consists of 6 EFL instructors working for a private university in Turkey. The quantitative data of the research was obtained through course evaluation survey. Qualitative data was gathered by open-ended questions and interview forms developed by the researcher and also with the documents. Descriptive analysis was performed to show evaluation of the course in the quantitative phase of the research. On the other hand, the content analysis method was applied in the analysis of qualitative data. As a result of the study, the CELTA course is useful for EFL instructors’ careers; nevertheless the course components and content should be redesigned considering andragogic principles. Moreover, EFL instructors were pleased to take the course at the end of the course although the course’s weaknesses.

scholarly journals Supporting the implementation of guidelines to prevent mother-to-child-transmission of HIV in Malawi: a multi-case study

2021 ◽  
Vol 33 (3) ◽  
pp. 178-185
Author(s):  
Chifundo Zimba ◽  
Gwen Sherwood ◽  
Barbara Mark ◽  
Jeenifer Leeman
Keyword(s):  
Contextual Factors ◽  
Interactive Systems ◽  
Dissemination And Implementation ◽  
Mother To Child Transmission ◽  
Child Transmission ◽  
Implementation Support ◽  
Low Resource ◽  
Support Strategies ◽  
Mother To Child

BackgroundHigh HIV infection and fertility rates contributed to over 12,000 children acquiring HIV from their mothers in 2011 in Malawi. To prevent mother-to-child transmission of HIV, Malawi adopted the Option B+ guidelines, and for three years, the University of North Carolina (UNC) Project provided support to strengthen guideline implementation in 134 health centres. Little is known about how implementation support strategies are delivered in low resource countries or contextual factors that may influence their delivery. The limited descriptions of support strategies and salient contextual factors limits efforts to replicate, target, and further refine strategies. Guided by the Interactive Systems Framework for Dissemination and Implementation, this study describes factors influencing implementation of support strategies and how they impacted health center staff capacity to implement Option B+ in Malawi. MethodsA qualitative multi-case study design was applied. Data were collected through site visits to 4 heath centres (2 low- and 2-high performing centres). We interviewed 18 support providers and recipients between October 2014 and October 2015. Data were analysed using content, thematic, and cross-case analysis.ResultsFour categories of strategies were used to support Option B+ guidelines implementation: training, technical assistance (TA), tools, and resources. All heath-centres implemented Option B+ guidelines for care provided between the antenatal and labor and delivery periods. Gaps in Option B+ implementation occurred during community activities and during post-delivery care, including gaps in testing of children to ascertain their HIV status at 6 weeks, 12 months, and 24 months. Salient contextual factors included staffing shortages, transportation challenges, limited space and infrastructure, limited stocks of HIV testing kits, and large patient populations.ConclusionsUnderstanding factors that influence implementation support strategies and delivery of the Option B+ guidelines, such as availability of staff and other materials/drug resources, is critical to designing effective implementation support for low resource settings.

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